Developing ICT Capability: a whole-school strategic approach
Intro: the context
· Client-centred eg ECM
· Self-eval – new Ofsted framework
· Fewer obvious external “sticks”
· The days of target ratios and dedicated funding streams are all but over
The problem: How can a school provide, or continue to provide, a first-class ICT curriculum for its pupils?
· What do we mean by “a first-class ICT curriculum”?
-- ICT supports, ie underpins, school processes and aims (data, admin)
-- helps to raise stds
-- frees up time to engage with learners
-- facilitates personalisation
(these 4 taken from Tony Richardson’s talk)
· Whole school strategy in which ICT is an integral part and is intricately linked with SEF process and ECM
· Develop towards e-maturity, using the ICT Mark process as a driver
· Appoint key people in leadership positions at all levels (identify the various roles which need to be fulfilled)
· Become a learning organisation: sharing good/interesting practice; cpd; sharing (created) resources; teacher research
· Don’t go it alone: join Naace as an institutional member (explain benefits); develop partnerships; use LA staff and facilities where applicable and available; ditto external consultants; attend Naace cpd events
· Keep an eye on the data
· Be innovative
· There is a need to define different types of “best” practice. After all, what is “best” depends on the context to some extent. Perhaps we need definitions of “interesting” practice or “good” practice.
· The criteria inherent in the ICT Mark do, in effect, codify good practice, but in itself the ICT Mark doesn’t inform schools how to achieve it, and the guidance given at each stage, whilst helpful, is an “official” view of the world.
· Just as there is now a growing tendency to use tagging (folksonomy) rather than standard categorisation for resources, so perhaps we need to think about allowing teachers and schools themselves to codify good practice. Imagine a scenario in which you could look up case studies in the same way that you can look up resources on the Teachers Resource Exchange or “Delicious”.
· There is quite a lot of teacher research going on at the moment, eg Naace’s Bill Tagg Bursary, Mirandanet, plus things which ordinary teachers are doing in the classroom and, sometimes, publicising on the internet. We need to find a way of drawing these together without imposing a predetermined framework on them.
Developing ICT Capability: a whole-school strategic approach
Intro: the context
· Client-centred eg ECM· Self-eval – new Ofsted framework
· Fewer obvious external “sticks”
· The days of target ratios and dedicated funding streams are all but over
The problem: How can a school provide, or continue to provide, a first-class ICT curriculum for its pupils?
· What do we mean by “a first-class ICT curriculum”?-- ICT supports, ie underpins, school processes and aims (data, admin)
-- helps to raise stds
-- frees up time to engage with learners
-- facilitates personalisation
(these 4 taken from Tony Richardson’s talk)
· Whole school strategy in which ICT is an integral part and is intricately linked with SEF process and ECM
· Develop towards e-maturity, using the ICT Mark process as a driver
· Appoint key people in leadership positions at all levels (identify the various roles which need to be fulfilled)
· Become a learning organisation: sharing good/interesting practice; cpd; sharing (created) resources; teacher research
· Don’t go it alone: join Naace as an institutional member (explain benefits); develop partnerships; use LA staff and facilities where applicable and available; ditto external consultants; attend Naace cpd events
· Keep an eye on the data
· Be innovative
· There is a need to define different types of “best” practice. After all, what is “best” depends on the context to some extent. Perhaps we need definitions of “interesting” practice or “good” practice.· The criteria inherent in the ICT Mark do, in effect, codify good practice, but in itself the ICT Mark doesn’t inform schools how to achieve it, and the guidance given at each stage, whilst helpful, is an “official” view of the world.
· Just as there is now a growing tendency to use tagging (folksonomy) rather than standard categorisation for resources, so perhaps we need to think about allowing teachers and schools themselves to codify good practice. Imagine a scenario in which you could look up case studies in the same way that you can look up resources on the Teachers Resource Exchange or “Delicious”.
· There is quite a lot of teacher research going on at the moment, eg Naace’s Bill Tagg Bursary, Mirandanet, plus things which ordinary teachers are doing in the classroom and, sometimes, publicising on the internet. We need to find a way of drawing these together without imposing a predetermined framework on them.